Struggle For Education Research Articles

Invisible Roots of Knowledge Production and their Role in Resistance to the Marketisation of Education

Recent, highly visible, struggles in Higher Education in the UK, such as the pensions strike, have aimed to recast such protests as part of a bigger struggle to maintain the public university. Viewing the shared pension scheme as one of the last defining features of a public institution. However, Federici in her recent book Re-enchanting the World: Feminism and the Politics of the Commons warns us if we wish to change the university in line with the public construction of a ‘knowledge commons’ that there is a need to question “the material conditions of the production of the university, its history and its relation to the surrounding communities” (Federici, 2019) and not just the academics within it. There is a need to consider how debate on knowledge production is insulated from the invisible work that sustains academic life including cleaners, cafeteria workers and groundkeepers, as well as to consider the potential colonisation of land institutions are built upon (Federici, 2019). Narratives of resistance to marketisation in Higher Education, while well meaning, still create disproportionate invisibility on the grounds of gender, race and socio-economic status, ignoring the material and intellectual value of such contributions. This paper considers how Federici’s approach to the politics of the commons discredit, deconstruct and potentially transform approaches to resistance to marketisation in education. It argues that struggles against marketisation, or for academic freedom, should be seen in the broader scope of access to education for all, and a continuum of co-dependant knowledge production. It will consider how different structures of privilege and oppression structure what is represented, resisted and fought for within and by the institution. Issues that are seen as marginal or controversial can be avoided in increasingly legislated upon, and therefore risk averse, students’ unions and trade unions. Which in turn reproduces a student and staff body that similarly continue to propagate such damaging structures both within and out with the institution. A rethinking around who the knowledge producers are, can help us restructure the university as a commons that resists the violence of capitalist logic, rather than one that upholds it. Thus problematising and reconstructing how we view the idea of a future university commons, in a way that recognises intersectional oppression and a misuse of certain bodies as a commons in and off themselves.

Beyond the legacy of 1976: Morris Isaacson High School, popular memory and the struggle for education in central Soweto

ABSTRACT Morris Isaacson High School in Jabavu, Soweto, has often been described as the epicentre of the June 1976 Uprising. It has become a focal point for memorials and annual commemorations. Few South Africans know anything else about the school. This paper argues that, while the school did in fact play an important role in the Uprising, it has a longer and possibly more important history as an educational institution catering to often extremely poor, working class families in the heart of Soweto. I discuss Morris Isaacson in historical memory, including an analysis of the filming of Sarafina! and conclude that in educational terms, Morris Isaacson has been much neglected. Astute leadership and committed alumni in recent years have managed to leverage the school’s political fame to attract state and private sponsorship. But this material assistance has not entirely resolved the school’s problems, which are mostly rooted in the deeper deprivation of its neighbourhood.

Academic emancipation of women. Scholarly careers of Polish female historians (nineteenth and twentieth century) – case study

This article is an attempt to bridge the gap existing in the current scientific reflection. Unlike in the United States and Western Europe, in Poland and other countries of the region no comprehensive reflection on the historical condition of women in science, their contribution to the development of individual disciplines, or individual mechanisms that affect the course of women’s careers etc. has been undertaken. The author presents the struggles of Polish women fighting for access to higher education, outlines the obstacles that had had to be overcome before the university doors were finally opened to female-scholars (which only happened at the end of the nineteenth century). Next, the first scientific achievements of female humanists were presented in the field of history. The experience of Polish female historians could be generalized. Their careers reflected the experiences of other women in science from Central and Eastern Europe in the nineteenth and twentieth century. The text consists of three parts; an introductory part shows women’s struggle for higher education. A second is dedicated to women – pioneers of scientific autonomy in the field of Polish history. The author presents the problem in chronological order including two epochs: the interwar period and the period of so-called real socialism. The third part contains conclusions and refers to the contemporary situation in Polish science.

Struggles for African independent education and land rights on the Rand and the significance of the Tsewu court case, 1903-1905: A new analysis

The years between 1886 and 1910 were among the most dramatic in the history of southern Africa. Scholars have documented Johannesburg's urban history and racial politics during this period. What has often been overlooked, however, and which this article draws attention to in a fresh analysis, is the connection between the colonial state's limitation of African rights to land ownership and the development of the struggle for an independent system of education for Africans. At the local level, this broader struggle was expressed explicitly in African discontent at municipal administrative failure to address the issues of adequate sanitation, land rights, tenure security, and prospects for upward mobility. This article argues that it is in a reassessment of the significance of the 1905 litigation initiated by Reverend Edward Tsewu which provides a basis for this new inquiry into the connection between the African struggle for property rights and independent education.

Os impactos da globalização sobre a Educação do Campo: políticas públicas de resistência

O presente artigo tem por escopo realizar uma discussão acerca do processo de globalização e suas implicações na Educação do Campo. Trazer a Educação do Campo para dentro dessa discussão resulta em identificar os impactos que a globalização pode trazer, afetando a singularidade cultural e social desses sujeitos. Trata-se de um estudo teórico-bibliográfico de natureza básica, qualitativo quanto à abordagem do problema e descritivo analítico quanto aos objetivos. Apresentamos no texto o inegável impacto que a globalização, intensificada na modernidade, possui acerca da Educação do Campo: sua homogeneização cultural, a mercantilização do sistema educacional, o esmagamento de culturas locais, a exclusão de sua singularidade e a padronização de um comportamento, negando a historicidade das lutas camponesas pela terra e educação de qualidade que lhe é inerente. Na contramão desse processo, o texto aponta as políticas públicas destinadas à Educação do Campo, como formas de resistência frente a esse movimento.
 Palavras-chave: Educação do Campo, Homogeneização Cultural, Resistência, Globalização.
 
 The impacts of globalization on Rural Education: public policies of resistance
 ABSTRACT. This article aims to conduct a discussion about the globalization process and its implications on Rural Education. Bringing Rural Education into this discussion, results in identifying the impacts that globalization can bring, affecting the cultural and social uniqueness of these subjects. It is a theoretical-bibliographic study of a basic nature, qualitative in terms of approaching the problem and analytical descriptive in terms of objectives. We present in the text the undeniable impact that globalization, intensified in modern times, has on Rural Education: its cultural homogenization, the commodification of the educational system, the crushing of local cultures, the exclusion of its uniqueness and the standardization of behavior, denying the historicity of peasant struggles for land and quality education that is inherent to it. Contrary to this process, the text points to public policies aimed at Rural Education, as forms of resistance to this movement.
 Keywords: Rural Education, Cultural Homogenization, Resistance, Globalization.
 
 Los impactos de la globalización en la Educación del Campo: políticas públicas de resistencia
 RESUMEN. Este artículo tiene el objetivo de realizar una discusión acerca del proceso de globalización y sus implicaciones en la Educación del Campo. Al incorporar la educación rural a esta discusión, se identifican los impactos que puede traer la globalización, afectando la singularidad cultural y social de estos sujetos. Es un estudio teórico-bibliográfico de carácter básico, cualitativo en términos de abordaje del problema y descriptivo analítico en términos de objetivos. Presentamos en el texto el impacto innegable que la globalización, intensificada en la modernidad, tiene en la Educación Rural: su homogeneización cultural, la comercialización del sistema educativo, el aplastamiento de las culturas locales, la exclusión de su singularidad y la estandarización de comportamientos, negando la historicidad de las luchas campesinas por la tierra y la educación de calidad inherente a ella. Contrario a este proceso, el texto apunta a las políticas públicas orientadas a la Educación Rural, como formas de resistencia a este movimiento.
 Palabras clave: Educación del Campo, Homogeneización Cultural, Resistencia, Globalización.

An Education in Black Women's Activism

An Education in Black Women's Activism John Frederick Bell (bio) Kabria Baumgartner, In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America. New York: New York University Press, 2019. 286 pages. Figures, appendices, notes, bibliography, index. $35.00. Education has been a civil rights battleground since before the Civil War. From the failure of the New Haven "African College" in 1831 to mob attacks on the Canterbury Female Seminary in 1833 and the Noyes Academy in 1835 to the Roberts desegregation case in 1849, contests over access to schooling and higher learning helped define the northern Black freedom struggle. After abolition itself, the right to education was a chief priority for African American reformers. For many Black leaders, the issue was personal. Encountering racial discrimination as students helped make lifelong activists out of some preeminent abolitionists, including William Howard Day, Henry Highland Garnet, and William Cooper Nell. But if exclusion or expulsion from school is where narratives of Black men's activism begin, it is often where narratives of Black women's activism end. Alexander Crummell is rejected from General Theological Seminary and becomes an exponent of racial self-determination. Rosetta Douglass is ousted from Seward Seminary and becomes a side note in her famous father's biographies. Kabria Baumgartner's In Pursuit of Knowledge gives women like Rosetta Douglass their due. Her monograph, the first book-length treatment of its subject, shows how personal struggles for education inspired and empowered antebellum Black women to demand "equal school rights" for their communities. Prior historians of race, gender, and education in this period have concentrated mainly on African American alumnae of Oberlin College who hailed primarily from the West and South. Baumgartner shifts the focus to student and teacher activists in the Northeast. Some of the characters in this book—Sarah Mapps Douglass, Charlotte Forten, Sarah Parker Remond—will be familiar to historians of Black abolitionism. Others like Ursula James, Rosetta Morrison, and Eunice Ross likely will not. Together, these women's school experiences and subsequent teaching careers form the connective tissue of Baumgartner's narrative, which she divides into two parts. The first half examines private female seminaries, while the second analyzes public [End Page 531] schools, specifically in Massachusetts. The author's fastidious research yields a wealth of new information about the Black student experience in each of these settings. Baumgartner uses these findings to demonstrate the crucial role Black women played in making education integral to the fight for civil rights. Collectively, they deployed their own brand of social protest, an "ethic of Christian love," which set them apart from vicious adversaries and steeled them against retribution (p. 16). While its contributions are singular, In Pursuit of Knowledge is indebted to pathbreaking works of historians like Jane Dabel, Erica Armstrong Dunbar, and Martha S. Jones, whose influence Baumgartner acknowledges. Starting in the late 1990s, these and other scholars began re-envisioning the history of Black protest in the antebellum North by placing African American women at its center. Their research recovered female participation in political entities more often associated with Black men, such as fraternal orders, vigilance committees, and Colored Conventions. But their histories also recognized the myriad other institutions of civil society through which African American women shaped public culture, from church auxiliaries and schools to lyceums and literary associations, mutual aid circles, war relief agencies, and antislavery societies. Confronting intersecting forms of racial and gender prejudice, Black women displayed their respectability through these private organizations and then used that authority to agitate publicly for racial equality and women's rights. Not all of their advocacy was discursive, however. Carol Lasser describes how African American women at Oberlin College "shaped their lives themselves as texts" and "performed the abolition for which others argued" through their daily pursuits of education, piety, and refinement.1 Likewise, Erica Ball highlights Black women's (and men's) efforts "to live an antislavery life" by approaching every aspect of their private lives in light of the freedom struggle.2 Collectively, these scholars not only reoriented a historiography that had privileged men's activism, they also revised the definition of "activism" itself to account for the unique situation of African...

A estrutura fundiária no Brasil e a luta pela reforma agrária: o acampamento Valmir Motta de Oliveira em Jacarezinho-PR

O texto apresenta um debate sobre a histórica estrutura fundiária brasileira e sua modernização conservadora, discute a relação entre a propriedade e posse da terra no Brasil, e a necessidade e a luta pela reforma agrária, com a atuação do Movimento dos Trabalhadores Rurais Sem Terra (MST) e da Comissão Pastoral da Terra (CPT). Trabalha também um breve estudo sobre a Educação Popular e estuda um caso especial, o acampamento Valmir Motta de Oliveira em Jacarezinho, estado do Paraná, local que associa a luta pela terra e a educação, no contexto da sociedade brasileira.

What's in a title? The developing role of an artist-critic in the university

Abstract Arts professionals within higher education struggle with identity. Dual roles across departments, the changing role of the arts professor and non-traditional positions have challenged the notion of the studio arts instructor and whether institutional expectations are the best way to think about the future of the arts in higher education. As a veteran arts professor, dean, art historian, art critic and artist – my role is not as straightforward as I originally thought it might be as an undergrad studio art major. Through a series of significant streams in my education and personal life, including successes and failures in the academic and professional art world – a new identity emerged that is not represented in search profiles, academic departments or administrative positions.

Slavery in the North: Forgetting History and Recovering Memory. By Marc Howard Ross. (Philadelphia: University of Pennsylvania Press, 2018. Pp. 320. $39.95.)

November 01 2019 Slavery in the North: Forgetting History and Recovering Memory Slavery in the North: Forgetting History and Recovering Memory. By Marc HowardRoss. (Philadelphia: University of Pennsylvania Press, 2018. Pp. 320. $39.95.) Hilary Moss Hilary Moss Hilary Moss is Professor of History and Black Studies at Amherst College. She is the author of Schooling Citizens: The Struggle for African American Education in Antebellum America (Chicago: University of Chicago Press, 2009). Search for other works by this author on: This Site Google Scholar Author and Article Information Hilary Moss Hilary Moss is Professor of History and Black Studies at Amherst College. She is the author of Schooling Citizens: The Struggle for African American Education in Antebellum America (Chicago: University of Chicago Press, 2009). Online Issn: 1937-2213 Print Issn: 0028-4866 © 2019 by The New England Quarterly2019The New England Quarterly The New England Quarterly (2019) 92 (4): 687–689. https://doi.org/10.1162/tneq_r_00785 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn MailTo Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Hilary Moss; Slavery in the North: Forgetting History and Recovering Memory. The New England Quarterly 2019; 92 (4): 687–689. doi: https://doi.org/10.1162/tneq_r_00785 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsThe New England Quarterly Search Advanced Search This content is only available as a PDF. © 2019 by The New England Quarterly2019The New England Quarterly Article PDF first page preview Close Modal You do not currently have access to this content.

A Synthesis of i-READR Reading Intervention in the lives of Struggling Readers

Reading makes a difference in the lives of individuals. Studies show that it play a significant role in the students’ educational performance. Evidence suggests that students who are proficient readers have a high tendency to be good academic performance in school. Reading skill open to wider perspective as it helps learners improve their communication and language skills. Propelled by this principle, the College of Teacher Education and Technology (CTET) of the University of Southeastern Philippines through an extension program, the Integrated Reading Enhancement Approach to Developing Readers (i – READR) manages to provide comprehensive and holistic approach in responding to the needs and social concerns that beset secondary students in their struggle for quality learning and meaningful education. CTET believes that the process of integrated and inclusive partnerships and actions among teachers, parents, and students might be of help to address this eminent problem. In order to have successful reading experiences, the significance of extensive and meaningful reading experiences was considered. This is the highlight of i - READR through Summer Reading Remediation Camp conducted in the summer of three succeeding years from 2017 – 2019 in Sagayen National High School, Asuncion, Davao del Norte.

Disputas político-econômicas em torno da democratização educacional brasileira no século XXI

Resumo O objetivo do texto é refletir se, atualmente, a prática social em defesa da política de educação no Brasil, sob as atuais condições impostas pelo capitalismo, adquire ou não um novo sentido crítico e contornos anticapitalistas. Para tal, é apresentado um breve resgate histórico das principais lutas sociais travadas neste século ligadas à educação no País, sustentado pelo diálogo com autores filiados à tradição marxista. Os resultados apontam para a necessidade de maior aprofundamento no que tange ao processo de solidificação de um projeto educacional antagônico, articulado com o movimento de superação da ordem capitalista, no qual o Serviço Social tem como compromisso ético inserir-se e fortalecê-lo, orientado por uma concepção ampliada de democracia.

Supporting first-generation college students: analyzing academic and social support’s effects on academic performance

ABSTRACT Although the growing attendance of first-generation college students attests to higher education’s commitment to access and social mobility, by many measures students who are the first in their family to attend college are not as successful as their later-generation peers. The increasing number of first-generation students and the social, economic, and civil ramifications of their inequitable struggles in higher education require researchers to move beyond measuring outcomes and to explore influences on student success in new ways. Grounded in a theoretical perspective informed by developmental ecology and the relationship between engagement and learning, this study analyzed survey data on academic support, social support, and academic outcomes. The findings indicate that even in the same university, first-generation students had lower GPAs and experienced lower levels of social support than their later-generation peers. The study also finds that although no differences exist in the perceived academic support provided to both groups, first-generation students were not as successful in translating equal levels of academic support into equal academic performance.

Alokasi Zakat sebagai Alternatif Biaya Pendidikan di Masjid Darussalam Permata Biru Cinunuk, Kota Bandung

This research aims at investigating the role of zakat as an alternative means to fund education. Zakat is God’s command with dual functions, as a means of worship and social responsibility. Zakat could be spent to fund activities for the purpose of following Allah’s path (fi sabilillah). Yusuf Qardawi argues that ‘fi sabilillah’ is a form of jihad in the way of Allah. Whereas jihad in this sense covers struggle for education (tarbawi). This study utilizes Tafsir Ilmy approach to understand the interpretation of zakat for educational fund, while then enrich the data through a qualitative research. The data was gathered using observation, interviews, and documentation. The study begins by examining the interpretation of the Qur’an shura At Taubah (9): 60 according to a number of muffasirs and used it as the bedrock to analyse how zakat could become an alternative source for fund in education implemented in Masjid Darussalam Permatabiru Cinunuk. The research found that in Darussalam mosque, zakat function as scholarship fund namely Darussalam Scholarship (Dharso) which was given to four students to account for their study at university.

Capitalism, Crisis, and Educational Struggle in the Postdigital

This article explores how crises within capitalism tend to emerge as crises of realization. As the digitalization of capitalism is now presupposed or postdigital, the article explores how this developing context is impacting capitalism’s tendency toward crisis. Arguing that the digitalization of commerce is part of the neoliberalization of capitalism, the article situates the postdigital as not only about accumulation but also about part of a larger capitalist class offensive against the global proletarian class camp of the post–WWII era. Given this postdigital context, the article then explores the pedagogical implications and the pedagogical responses to what Jodi Dean has called communicative capitalism. Finally, the article examines instances of teacher rebellions and strikes as places where the communist educator might demonstrate solidarity and agitate against what is.

BLACK LIVES MATTER NOS CURRÍCULOS? IMPRENSA NEGRA E ANTIRRACISMO EM PERSPECTIVA TRANSNACIONAL

Resumo O presente artigo discute alguns aspectos históricos das lutas antirracistas voltadas para a área da educação da população negra, em especial para o ensino de História, nos contextos dos Estados Unidos (EUA) e do Brasil, a partir principalmente da análise de artigos e reportagens publicadas em jornais da imprensa negra estadunidense e brasileira. Por meio dos exemplos aqui apresentados e analisados, é possível perceber como as populações negras têm produzido diferentes estratégias e têm obtido diferentes resultados na luta antirracista por educação e pela afirmação de sua humanidade ao longo da história do Brasil e dos EUA.

History and Post-Colonialization of National Education shown in Korean Japanese Literature - Focusing on Bokuranohata’s reproduction patterns of national education in early days-

본 연구는 재일조선인 2세 작가인 박기석의 장편소설 『보쿠라노하타 : 우리들의 깃발』을 중심으로, 재일조선인 민족교육의 초창기 역사의 재현양상을 교육투쟁과 탈식민적 실천이라는 맥락 아래 살펴보았다. 본고에서는 먼저 일본정부의 교육정책과의 상관성 아래 1945년 해방 이후부터 1970년대까지의 재일조선인 민족교육의 역사를 고찰하였다. 다음으로 『보쿠라노하타』의 공간적 배경인 도쿄도립조선인중고등학교(東京都立朝鮮人中高等學校)의 역사적 사건들을 중심으로 재일조선인 민족교육의 재현양상과 탈식민성을 고찰하였다. 그 구체적인 재현양상은 첫째, 도립학교 제도에 맞선 민족교육의 수호와 우리말 상용화 운동을 통한 민족 언어의 구현, 둘째, 한국전쟁기 반전서명운동(反戰署名運動)을 통한 민족고난에의 동참과 일본정부의 폭력적 탄압에 맞선 학교사수투쟁, 셋째, 도립학교 폐교에 조직적으로 대항한 조선인 교사, 학생, 학부모, 일본인 교사들의 연대투쟁이다. 이와 같이 박기석의 『보쿠라노하타』는 해방 이후 현재까지 지속적으로 자행되고 있는 일본의 동화·차별정책에 맞서 70여 년의 역사를 이어온 재일조선인 민족교육의 산실-‘조선학교’의 초창기 역사를 생생하고 감동적으로 증언함으로써 그동안 조명되지 못한 재일조선인 문학의 한 주제양상을 집중적으로 구현해내고 있다.Focusing on 『Bokuranohata : Our flag』, the long novel of Park Gi-suk who is the 2nd Generation Korean Japanese, this study examined the reproduction patterns of the early history of Korean Japanese national education under the context of education struggle and postcolonial practice. In this paper, I first examined the history of national education of Korean residents in Japan from liberation in 1945 to the 1970s under the correlation with the education policy of the Japanese government. Next, I examined the reproduction patterns and post-colonialization of national education of Korean residents in Japan focusing on historical events of Tokyo Provincial Korean Middle and High School, the spatial background of 『Bokuranohata』. The specific reproduction patterns are as follows: First, Protection of national education against the provincial school system and implementation of the national language through the Korean common use movement. Second, participation in the national tribulation through anti-war signing movement during the Korean War and school defense struggle against violence against the violent oppression by the Japanese government. Third, the systematic solidarity struggle of Korean teachers, students, parents, and Japanese teachers against the closure of the provincial school. As shown above, Park Gi-suk’s 『Bokuranohata』 focuses on the theme patterns of Korean Japanese Literature which have not been highlighted by vividly and emotionally testifying the early history of ‘Chosun School’- the Cradle of national education for Korean residents in Japan which has over 70 years of history against Japanese assimilation and discrimination policy which has been committed to date after liberation.

Impact of the Classroom Learning Environment on Graduate Health Science Students' Clinical Reasoning

PurposeThe purpose of this study was to investigate how learning in two graduate health science courses at a comprehensive state university was structured and provided opportunities for clinical reasoning. MethodThis study adopted a grounded theory approach. Participants included two graduate instructors, one in Occupational Therapy (OT) and one Communication Disorders (CD), and their students (n = 62). Three data sources included transcripts from 36 h of instructor–student discourse within graduate health science classrooms over the course of a full semester, detailed field notes about the environment and instructor–student interactions, and transcripts from in-depth, open-ended interviews with each instructor focusing on their intended participation frameworks and scaffolding strategies. ResultsThe findings indicate that students' demonstration of clinical reasoning skills in the classroom were impacted by the participation frameworks instructors adopted and that instructor perceptions did not always match recorded interactions. DiscussionThe pedagogies instructors use, the social dynamics in the classroom, class structure and format, and instructor expectations are highly influential on the high-level problem solving required in clinical reasoning that graduate health science students need to demonstrate. ConclusionResults of this study highlight how instructional practices can inadvertently undermine the clinical reasoning skills students demonstrate in the classroom environment and are representative of a common struggle in education.

Interview dra. Eugenie c. Scott

Dr. Eugenie Carol Scott is an American anthropologist who was the executive director of the National Center for Science Education (NCSE). She was a professor and researcher at the Universities of Kentucky and Colorado in the fields of Medical Anthropology and Skeletal Biology. But her name is remembered as a reference in the struggle for quality scientific education and against the teaching of the pseudo-sciences of creationism and intelligent design. With many articles published in the main academic journals of the world and several books, highlighting the recognized "Evolution vs. Creationism: An Introduction" and "Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools " Eugenie Scott has always been in the front line to prevent creationism from being taught in US schools. She has been rewarded by various scientific entities for her efforts in this line. She has several university degrees honoris causa, presided and is member of several American academic associations. Even for the merit of her academic life in favor of scientific education, she received an unusual homage in 2014, having the Asteroid 249540 received the name of Eugeniescott (2010 HX14). There is no space here to describe all of Dr. Scott's academic accomplishments, so we must thank, be proud, and enjoy the opportunity to interview the brilliant scientist in our Conexão Ciência journal.

UNLEARNING COLONIAL IDENTITIES WHILE ENGAGING IN RELATIONALITY: SETTLER TEACHERS’ EDUCATION-AS-RECONCILIATION

Before the TRC’s Calls to Action, we were a collaborative teacher-education partnership of Anishinaabekwe and White settler researching and teaching reconciliation as pedagogical practice with five cohorts of settler teacher-candidates. Engaging theories of settler-colonialism, decolonization and Indigenous studies, we outline the obstacles and struggles in settler teacher education, such as exposing the legacies of colonialism in education, cultural harms and systemic racism in curriculum, and ongoing ignorance as entitlement by teachers. In addition, we focus on the complexities of methods for improving respectful relationality with Indigenous students and community as well as our hopes in helping new teachers commit their professional practice to focus on supporting Indigenous children and youth.

Best Practice Tips for the Assessment of Learning of Undergraduate Nursing Students via Multiple-Choice Questions.

This article explores the current literature regarding multiple-choice testing and presents best practice tips to incorporate when designing a multiple-choice test. Multiple-choice testing is used extensively in undergraduate nursing programs as an evaluation tool, yet many nurse educators struggle with developing high quality multiple-choice tests. Flawed multiple-choice items disadvantage nursing students, conceivably resulting in failing tests they should have passed. This integrative review included articles published in English from 2008 to 2017; the electronic databases explored were CINAHL, Scopus, ERIC, and Education Source; and 17 search terms were applied. Twenty-eight articles were included in the final sample. The integrative review of the literature revealed 29 valuable tips, via four categories, for developing and using multiple-choice tests. New and seasoned educators will benefit from this refreshing update, armed with best practice tips to consider the next time a multiple-choice test is designed.